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2016 CDEM Needs Assessment
Kman N, Way D, Franzen D, Gordon D, Patwari R. with help from
CDEM Executive Committee
Objective
To perform the first needs assessment of the CDEM Membership in an effort to best serve our members.
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Needs Assessment Details
Survey developed by the 2015-2016 CDEM Executive Committee.
Survey disseminated and administered using Qualtrics Electronic Survey Software.
Analysis and report conducted by David Way, MEd, Education Research Specialist, The Ohio State University Wexner Medical Center, Department of Emergency Medicine.
Data collection period: March 23, 2016 – May 5, 2016. Initial distribution was done through the CDEM Community on the SAEM website. 1st e-mail 3/23/16 with reminder on 4/12/16.
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Needs Assessment Details
Returns: N= 41 individuals initiated the survey. Thirty-eight
(38) of whom completed the questionnaire. 1. Participant Roles: Individuals were permitted
to check more than one role. The table below shows how many and which roles are being filled by survey participants.
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Role No. Pct. (of 37)
1. Resident 0 0%
2. Fellow 0 0
3. Core Teaching Faculty 10 27
4. Asst. Clerkship Director 1 2.7
5. Clerkship Director 27 71.0
6. Director of UGME 7 18.9
7. Asst. or Assoc. Residency Program Director 4 10.8
8. Residency Program Director 1 2.7
9. Vice Chair for Education 0 0
10. Dean/Dean’s Office 5 13.5
11. Other: 2 5.4
- Retired Professor
- Sim Center Assoc. Director
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Rank Order of Products and UsefulnessItem N Mean Rank Rank
2. Products to assess medical students like the SAEM Test Bank or performance assessment cases
37 1.76 1
1. Products to help teach medical students like on-line curriculum guide or training videos 37 1.78 2
3. Products that increase publishing opportunities like the WJEM Educational Research Supplement
37 3.00 3
4. Grant support for small educational projects 37 3.43 4
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Rate CDEM provided resources for quality and usefulness (practicality).
Quality Usefulness
Resource N Mn SD Low High Mn SD Not Somewhat Very
6. CDEM Track at CORD 29 3.73 .45 0 (0) 30 (78.9) 2.79 .41 0 (0) 6 (15.8) 23
(60.5)
5. NBME Content Exam 25 3.52 .65 2 (5.4) 23 (60.5) 2.68 .63 2 (5.3) 4 (10.5) 19
(50.0)
2. Student Presentation Video 28 3.54 .58 1 (2.7) 27
(71.1) 2.54 .51 0 (0) 13 (34.2) 15 (39.5)
1. Curriculum Website 34 3.38 .55 1 (2.7) 33 (86.8) 2.50 .56 1 (2.6) 15 (39.5) 18
(47.4)
3. WJEM Supplement 24 3.29 .69 3 (8.1) 21 (55.3) 2.32 .57 1 (2.6) 13 (34.2) 8 (21.1)
4. SAEM Test Bank 29 2.90 .67 6 (16.2) 23 (60.5) 2.43 .63 2 (5.3) 12 (31.6) 14
(36.8)
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Comments on CDEM Provided Resources SAEM/CDEM tests use a platform that I have consistently had a very difficult time
accessing. So difficult, I never use them. It is almost impossible to enroll students. / / What about the CDEM primer. I find this a great resource.
SAEM tests website is highly outdated and questions need a lot of revision
There is a double standard and strongly disliked practice of making the CDEM listserv accessible to only SAEM members. CORD residency listserv does not require this and it is a more active feed. If we continue this, society fees continue to rise, CME funding is and will decrease and people will just not pay. Twitter has nearly taken over for listservs like this. The day of paid listservs should find their tar pit. Make the CDEM listserv open access.
The curricula developed have been great resources (fourth year, third year, peds)
The list-serv is very helpful!
Really want to make the CDEM track at CORD one of these years!
The cost for the NBME exam is prohibitive. I have zero (0, zilch, nada) budget for the rotation. It is painful to spend time contributing to the content and quality of this exam and then have my students barred from taking it.
We just had an LCME site visit so I have been focused on LCME - will be diving into CDEM more going forward.
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Would you contribute a small fee?
N Rank Mean Value Std Dev
3. Lump sum for all CDEM Resources 28 1 69.29 34.24
2. SAEM Test Bank 22 2 44.23 35.75
1. CDEM Curriculum Website 29 3 32.66 32.33
5. CDEM/CORD Western Journal of EM Education Research Supplement 18 4 31.22 26.16
4. CDEM/EMRA Video on Student Presentation 16 5 24.75 26.31
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Rate involvement, frustration, and track record with submitting manuscripts Med Ed Journals. (1= low, 10=high)
N Mean Value Std Dev
1. Involvement 28 4.89 3.1
2. Frustration 26 6.12 3.3
3. Track Record 27 3.67 2.5
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Did you submit to the West JEM Supplement?
SUBMIT Frequency Percent Valid Percent Cum PercentYes 11 27.5 30.6 30.6
No 25 62.5 69.4 100.0
Total 36 90.0 100.0
Missing 4 10.0
Total 40 100.0
ACCEPTED Frequency Percent Valid Percent Cum Percent
Yes 6 15.0 60.0 60.0
No 4 10.0 40.0 100.0
Total 10 25.0 100.0
Missing 30 75.0
Total 40 100.0
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Do you plan on submitting for 2017 Edition
Frequency Percent Valid Percent Cum Percent
Definitely yes 11 27.5 34.4 34.4
Probably yes 14 35.0 43.8 78.1
Probably not 7 17.5 21.9 100.0
Definitely not 0 0.0 0.0 100.0
Total 32 80.0 100.0
Missing 8 20.0
Total 40 100.0
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Conferences
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What Conferences Do You Attend? Conference N %
1. Alliance for Clinical Education (ACE) 1 3%
2. American Academy of Emergency Medicine (AAEM) 4 12%
3. American College of Emergency Physicians (ACEP) 10 30%
4. Association of American Medical Colleges (AAMC) 6 18%
5. EM CORD Academic Assembly (CORD/CDEM) 29 88%
6. International Association of Medical Scientist Educators (IAMSE) 1 3%
7. Society for Academic Emergency Medicine (SAEM) 18 55%
8. The Generalists in Medical Education (TGME) 1 3%
9. Other: Please specify: 3 9%
- American Institute for Ultrasound in Medicine (AIUM) 1 3%
- Canadian Association of Emergency Physicians (CAEP) 1 3%
- Evidence-based Health Care (EBHC) Conference 1 3%
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What Conferences Do You Attend? Conference N %
1. Alliance for Clinical Education (ACE) 1 3%
2. American Academy of Emergency Medicine (AAEM) 4 12%
3. American College of Emergency Physicians (ACEP) 10 30%
4. Association of American Medical Colleges (AAMC) 6 18%
5. EM CORD Academic Assembly (CORD/CDEM) 29 88%
6. International Association of Medical Scientist Educators (IAMSE) 1 3%
7. Society for Academic Emergency Medicine (SAEM) 18 55%
8. The Generalists in Medical Education (TGME) 1 3%
9. Other: Please specify: 3 9%
- American Institute for Ultrasound in Medicine (AIUM) 1 3%
- Canadian Association of Emergency Physicians (CAEP) 1 3%
- Evidence-based Health Care (EBHC) Conference 1 3%
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Rank Conferences N Rank Mean Value Std Dev
5. EM CORD Academic Assembly (CORD/CDEM) 29 1 1.14 .45
6. International Assoc. of Medical Scientist Educators (IAMSE) 1 2 2.00 -
9. Other 1 3 2.00 -
4. Association of American Medical Colleges (AAMC) 7 4 2.14 .90
7. Society for Academic Emergency Medicine (SAEM) 24 5 2.23 .53
2. American Academy of Emergency Medicine (AAEM) 8 6 2.38 1.06
8. The Generalists in Medical Education (TGME) 3 7 2.50 .71
3. American College of Emergency Physicians (ACEP) 19 8 2.53 1.12
1. Alliance for Clinical Education (ACE) 2 9 3.50 .71
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Benefits of CDEM MembershipItem Mean SD NI LI SI VI
6. Opportunities for exchanging ideas 3.76 0.43 0 0 8 26
3. Networking opportunities 3.65 0.49 0 0 12 22
8. A chance to rejuvenate my enthusiasm for medical education 3.56 0.66 0 3 9 22
4. Opportunities to improve my teaching skills 3.44 0.61 0 2 15 17
9. Collaboration opportunities 3.41 0.61 0 2 16 16
2. Opportunities to present my scholarly work 3.12 0.88 1 8 11 14
5. Opportunities for establishing mentor relationships 3.12 0.73 0 7 16 11
7. Opportunities to gauge my institution compared to others 2.85 0.96 4 6 15 9
1. Leadership opportunities 2.79 0.88 3 8 16 7
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How does CDEM contribute to your career? Has allowed me to grow as an educator. Has allowed for a variety of scholarly activities to be cultivated and developed over
the years. Posters, presentations, publications. Has also helped to build me CV as an educator.
WJEM educational supplement is a big win, the recent consensus conference was great- eager to hear final recs so we can incorporate/advocate before next academic year. opportunities for involvement w task forces are great..
Leadership opportunities, but more importantly, networking opportunities with other like-minded academics. These are "my people" and I spend more time with them than I do with other educators in my own institution.
At my institution, I am really the sole resource for medical student EM education. I can always count on CDEM to provide new ideas and resources to continue to promote student education, and be sure I am delivering appropriate, high-quality educational content. Not only do I appreciate the resources, I need them!
List serv has been valuable for tackling clerkship issues that have come up.
It has not yet. I've been a member for six years and have had one opportunity presented for involvement (CDEMcurriculum.org content). I have attended each of the SAEM/CORD/CDME conferences and at each the faculty state they are welcoming for additional help, ask for emails, and state that they will follow-up, but I have never received any follow-up in this realm. Most recently I think of the consensus conference on the end-of-shift evaluation for which I have received no follow-up or invitation to participate as stated at the conference.
Mentorship after I took over Clerkship 2 years ago was invaluable. We had a LCME site visit in February so I have not spent much time on anything besides that for the last 6 mo. /
National leadership opportunities, collaboration opportunities working on projects outside my own institution, national leadership opportunites for promotion, a group to turn to as a
network for questions.
I have had the most outside mentorship and professional growth through my involvement with CDEM when compared to any other activity I've been a part of.
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How does CDEM contribute to your career?
Networking Growth as an Educator/Promotion/Leadership Mentorship Nuts and Bolts of running the clerkship Sharing Ideas/List Serve West JEM Hasn’t helped, didn’t deliver
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What Could CDEM Offer that would help? Not as much for me, bit a boot camp for the new clerkship director may be useful. / /
Would like to see some additional white papers or policy statements from CDEM. / / Also day to day, it is really unclear what goes on behind the scenes. It would be great to have some updates from the executive board quarterly or semiannually.
Support the CDEM website resources. these are awesome! / make the listserv open to all CD. not just SAEM members. If I could just join CDEM and not SAEM I would.
More foam Ed as related to student Mentorship for new clerkship directors and junior faculty Research collaboratives; liason appointments with other groups (ACE, AAMC, SAEM,
etc) Film the sessions so that if I am at another session at CORD and cannot attend the
CDEM track, I can still watch/ view what occurred. / Would need to have registered/ log on or something secure like that
Interactive online cases to supplement EM didactic curriculum and/or meet LCME standard regarding patient experiences / / Peer-reviewed online core content lectures
Stronger/more consistent presence online with blog/twitter feed for medical student educators.
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What can CDEM do to be more effective? Continue to provide opportunities for the membership. CDEM has been a
great resource for the past years.
Easier listserve
Infrastructure, and a better description of the actual membership. We need more and better webspace support, including a living list of current CDs (not just CDEM members), task forces and research collaboratives. The organization is getting larger, and the infrastructure doesn't seem to be catching up.
Continue to do what it is doing.
Produce more educational products that can be used by all educators
Sometimes feels like the leadership hasn't changed much lately- it's just the same people rotating roles. Maybe try to get co-chairs or new leaders into the exec committee?
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What do we do with this information?
Discuss!
Questions?
